Getting Risk Support

‘The aim of specifying a category of Getting Risk Support is for all partners to be clear that what is being provided is managing risk ONLY. It is important to note that there are likely to be risk management aspects in all groupings..

Children or young people in this grouping may have some or many of the difficulties outlined in Getting Help or Getting More Help above BUT, despite extensive input, they or their family are currently unable to make use of help, more help or advice AND they remain a risk to self or others. Children, young people and families in this grouping are likely to have contact with multiple-agency input such as from social services and youth justice.

This grouping comprises those children, young people and families who are currently unable to benefit from evidence-based treatment but remain a significant concern and risk. This group might include children and young people who routinely go into crisis but are not able to make use of help offered, or where help offered has not been able to make a difference; who self-harm; or who have emerging personality disorders or ongoing issues that have not yet responded to interventions.’

http://implementingthrive.org/wp-content/uploads/2019/03/THRIVE-Framework-for-system-change-2019.pdf

The guidance and resources in this section are focused on managing risk and the aftermath of traumatic loss.

This includes critical incidents in school.

Some of the information and guidance in previous sections will have some relevance. This is particularly true in terms of the ethos and culture of the school in relation to emotional wellbeing.

A whole school approach means that mental health is openly discussed so that emerging difficulties are addressed at an early stage and processes are in place for managing more serious problems, including risk.

Of crucial importance is that every staff member has awareness of risk indicators and a clear understanding of how to raise risk concerns.  In this respect a school policy containing key information, naming individuals and roles and responsibilities, emergency contact details etc. is extremely useful. See Policy development in the Guidance section.  

Guidance for building whole school approaches is in the Thriving section of this website. 

Guidance for schools about addressing mental health needs is in the Advice and signposting and Getting help and Getting more help sections of this website.

There are two parts to this section, which you can access by clicking on the links to the left of this page:

A Guidance for schools in relation to Getting Risk Support, from reliable and established sources which will help staff to gain an overview of what is available and where to look and enable them to make informed decisions about the actions they need to take.

B Local services in the community